Approved by University studies Sub-Committee. A2C2 approved April 13th. Approved by Faculty Senate April 18, 2005.

WINONA STATE UNIVERSITY PROPOSAL FOR UNIVERSITY STUDIES COURSE

Department: Sociology and Social Work_____ Date: September __, 2004

Course No.: SW445 Course Name: Globalization of Social Welfare 3 s.h._

This proposal is for an Undergraduate Course

This course applies to the Social Work Major as an Elective______

University Studies (a course may be approved to satisfy only one set of outcomes):

Unity and Diversity – 3a. Global Perspectives

Prerequisites: SW340 Introduction to Social Work and Social Welfare or Permission of Instructor

Refer to attached materials and the attached University Studies Approval Form

Department Contact Person for this Proposal:

Cathy Jo Faruque 507-457-5374 [email protected]

1 WINONA STATE UNIVERSITY UNIVERSITY STUDIES APPROVAL FORM

Routing form for University Studies Course Approval Course: SW445 Globalization of Social Welfare

Department Recommendation: _____ Approved _____ Disapproved

______Department Chair Date Email

Dean’s Recommendation: _____Approved _____ Disapproved

______Dean of College Date

*In case of a dean’s recommendation to disapprove a proposal, a written rationale for the recommendation to disapprove shall be provided to the University Studies Subcommittee.

USS Recommendation ______Approved _____ Disapproved

______University Studies Director Date

A2C2 Recommendation: _____ Approved _____ Disapproved

______Chair of A2C2 Date

Faculty Senate Recommendation: _____Approved ______Disapproved

______President of Faculty Senate Date

Academic Vice President Recommendation: _____Approved _____Disapproved

______Academic Vice President Date

Decision of President: _____ Approved ______Disapproved

______President Date

2 Please forward to Registrar

Registrar Date Entered:______Please notify department chair via email that curricular change has been recorded. PROPOSAL UNIVERSITY STUDIES COURSE

Department or Program: Social Work Program

Course Number: SOCW445

Semester Hours: 3

Frequency of Offering: Every Other Year

Course Title: Globalization of Social Welfare

Catalog Description: This course challenges the dominant paradigms that shape our ever increasingly small world. We will examine the social consequences of international economic development and trade policies in social welfare and practice, and what can be done to prevent the erosion of the quality of life in our communities as a result of economic globalization. The course presents alternative paradigms for international and community economic development and suggests some of the roles for social work professionals as facilitators and partners in projects and processes of community empowerment across the globe. 3 S.H. Prerequisite – SOCW340. Grade Only.

This is an existing course previously approved by A2C2: YES.

This is a new course proposal: NO.

Department Contact Person: Cathy Jo Faruque, Associate Professor, Social Work Program

University Studies Approval is requested in: Unity and Diversity: Global Perspectives

Attachments: The attached syllabus explains the requirements for this course. Course outcomes and assignments for the course are linked with the objectives from University Studies – Unity and Diversity: Global Perspectives, The Seven Principles, and the Social Work Program’s Curriculum Goals and Objectives.

Global Perspective and Globalization in Social Welfare: The purpose of the global perspectives requirement in University Studies is to improve the students’ understanding of the growing inter-connectedness of nations, people, and the environment; and to enhance students’ ability to apply a comparative perspective to cross-cultural, social, economic, political, spiritual, and environmental experiences. Courses that meet the global perspectives requirement must address at least two of the following outcomes:

3 The course must include requirement and learning activities that promote students’ abilities to:

 Understand the role of the world citizen and the responsibility world citizens’ share for their common global future.

Our students generally know very little about globalization, international social welfare policies and issues and the past, present, and future roles we play in developing social welfare in the world. It is important, in teaching responsible world citizenry to our students, for the students to understand global perspectives. For example, most of our students are unaware that the international market and world economy is dominated by monopolies and large transnational corporations that play key roles in how human beings relate to one and other internationally; how people are treated in the workplace; and what our employment and our economy will look like at any given point in time.

 Describe and analyze social, economic, political, spiritual, or environmental elements that influence the relations between living beings and their environments or between societies.

Generalist approach to social work practice comes from concepts drawn from social systems theory and an ecological perspective. The very nature of the social work profession is to be attentive to interactions between person and the social, political, economic, and spiritual environment. The profession of social work is purposeful in its obligation to influence social as well as individual change. Our profession gives emphasis to working with diverse groups and to incorporating ideologies of democracy, humanism, and social justice.

 Identify and analyze specific global issues, illustrating the social, economic, political, spiritual, or environmental differences that may affect their resolution.

We live in a time where it is no longer feasible to isolate and insulate self from the world and global issues. We are all affected by the actions and inactions of our global community. It is important for our students to understand and recognize the growing interdependence on our vast network of global neighbors, our ever increasingly smaller world. This course assists students in understanding the varied global paradigms that shape our environments. This course will prepare students through critical analysis and understanding of the social, economic, political, spiritual, and environmental consequences of globalization through trade policies in social welfare and in practice.

4 Winona State University SOCW445 The Globalization of Social Welfare Cathy Jo Faruque, Ph.D., LICSW, DAPA - Office: Minne 136 (W) or ST 130 ® Telephone: 507-457-5374 (W) or 507-285-7583 ® Email: [email protected]

CATALOG DESCRIPTION This course challenges the dominant paradigms that shape our ever increasingly small world. We will examine the social consequences of international economic development and trade policies in social welfare and practice, and what can be done to prevent the erosion of the quality of life in our communities as a result of economic globalization. The course presents alternative paradigms for international and community economic development and suggests some of the roles for social work professionals as facilitators and partners in projects and processes of community empowerment across the globe. 3 S.H. Prerequisite – SocW340

COURSE DESCRIPTION This course examines the global paradigms that shape our world. We will critically examine the social consequences of global economics, trade policies in social welfare and practice, and what can be done to prevent the erosion of the quality of life in our communities as a result of economic globalization. The course examines various alternative paradigms for international and community economic development and suggests some of the roles for social work professionals as partners in projects and processes of community empowerment around the world.

PLEASE TAKE NOTE: This is a University Studies Program course and meets the requirements of the Global Perspectives section of Unity and Diversity. As such, this course has the following general objectives.

1. Ability to understand the role of the world citizen and the responsibility that world citizens share for the common global future. 2. Ability to describe and analyze social, economic, political, spiritual, or environmental elements that influence the relations between living beings and their environments or between societies. 3. Ability to identify and analyze specific global issues, illustrating the social, economic, political, spiritual, or environmental differences that may affect their resolution.

COURSE OUTCOMES At the end of this course the student will be able to:

5 1. Discuss relevant and key distinctions of the international market and economy that is dominated by monopolies or dominant, yet small, interested groups of transnational corporations (Global Perspective Outcome: 2 – Program Curriculum Goals: 1, 4; Objectives: G, H, I, J ). [Assignments: 1, 2, 3]. 2. Identify and discuss the social consequences of market globalization and the economic dimensions of systems theory as it applies to social welfare and practice (Global Perspective Outcome: 2 – Program Curriculum Goals: 2, 3. Objectives: G, H, J, K, L). [Assignments: 2, 4, 5].

3. Understand the underlying structures of oppression that underlie poverty, human oppression, violence in the global community, and subsequent dependency and propagation of poorer communities (Global Perspective Outcome: 3 – Program Curriculum Goals: 2, 3 Objectives: A, F, G, I, J). [Assignments: 2, 3, 4, 5].

4. Identify and discuss the social consequences of global market and trade policies, including the transfer of manufacturing and service jobs to areas that provide cheaper labor, declining wages and benefits, and subsidies to corporation by communities that seek foreign investments (Global Perspective Outcome: 1, 2, 3 – Program Curriculum Goals: 1 Objectives: A, B, C, N, O ). [Assignments: 1, 2, 3].

5. Identify the conflicting and dominant or traditional paradigms that influence and shape the global economy (Global Perspective Outcome: 2 – Program Curriculum Goals: 2, 3; Objectives: A, B, D, F, G ). [Assignments: 1, 2, 3].

LEARNING EXPERIENCES Discussion (including applications to field), lecture, video, guest speakers, experiential and divergent activities. Students are expected to be able to discuss key points of assigned readings at each class session. It is the responsibility of each student to read the textbook. This is not a lecture-based class, but rather an opportunity for critical thought and discussion in small and large groups. Being prepared is the responsibility of each individual student.

GRADING AND EVALUATION A – Student work is excellent. Assignments are turned in on the due date, spelling and grammar is correct. Student work shows attention to detail and the work is well prepared and proofed before it is turned in. APA format is used and the student uses adequate resource materials from the library. All criteria explained in the assignment are thoroughly covered. Facts are backed up with research and opinions are clearly stated as such. Presentations are well prepared and the student covers the expected material in the time that was allotted. Presentations are completed on the due date and the student is able to address the class with extensive eye contact. Student attends all the classes or mission only one class with advanced notice to the instructor. Absences and tardiness is minimal and with a valid excuse. All attempts are made to make up missed work or complete extra assignments in a timely manner and with advanced approval of the instructor.

6 B – Student work is very good. Assignments are turned in on the due date. Spelling and grammar are very well done with minimal errors. Student shows attention to the requirements of the assignment. APA format is used and the student uses resources from the library. Criteria explained in the assignment are covered. Presentations are well done and cover the material in the time allowed. Student keeps some eye contact with the audience during presentation. Student attends all classes or misses only one or two classes with a valid excuse and notice to the instructor. Absences and tardiness are minimal. Attempts are made to make up missed work.

C – Student work is good. Papers are turned in on the due dates, spell check was done to ensure minimal errors. APA format was used and student appropriate cites materials uses. Criteria explained in the assignment are covered, but perhaps not as thoroughly as it could have been. Student attends the class, but has missed two classes, which results in a zero for attendance and participation. Attempts are made to make up missed work.

D – Student work is below the average. Assignments are not turned in on time or have extensive spelling and grammatical errors. APA format was not used and the student may have failed to cite resources used, or not use any resources at all. Opinion and fact are blurred throughout the assignment. Presentations are not well prepared and student reads the material to the class. Student attends class, but has missed three or four classes, resulting in a zero for attendance and participation. Attempts are not made to make up missed work.

F – Student work is far below the average. Papers are not turned in or turned in very late. Student fails to complete the assignments on time or as directed. Student does not prepare for presentations, or doesn’t do them at all. Student misses class more than four times or extensively. Attempts are not made to work with the instructor. Missed work is not made up.

EVALUATION CRITERIA Social work is an applied discipline wherein students are expected to think and analyze conceptually and practically. Expression of thinking, both oral and written, is expected to be carried out in a professional manner. Grades are determined by the ability of the student to use proper syntax, express ideas clearly and concisely, punctuate, spell, and employ symbolic and non-verbal modes of communication. Assignments are expected to be completed and turned in on the due dates. Late materials will be graded accordingly.

98-100 A+ 93-97 A 90-91 A- 87-89 B+ 83- 86 B 80-82 B- 77-79 C+ 73-76 C 70- 72 C- 67-69 D+ 63-66 D 60-62 D- 59 or Below F

APA FORMAT Papers are to be typed, properly documented and with appropriate citation of materials. Failure to cite materials is considered plagiarism and can be groups for failure in this class.

7 SPECIAL NOTE If you are in need of course adaptations or accommodations due to a disability, if you have emergency medical information to share with the instructor, or if you need special arrangements in case of building evacuation, please make an appointment to see the instructor as soon as possible.

REQUIRED TEXTBOOKS Ramanathan, C., & Link, R., (1999). All Our Futures: Principles and Resources for Social Work Practice in a Global Era. Florence, KY: Wadsworth Publishing.

Book of your choice- to be read by the Midterm Examination. It is to be a non- fiction book and should be about the country that your research project is on. It can be about a social-welfare issue, an NGO, a person who runs and NGO, or a person who provides services. These books must be approved of by your instructor and chosen by February 6th. Bring your book to class that week.

Selected Course Readings

RECOMMENDED READINGS Ahmed, N., (1984). Discover the Monuments of Bangladesh: A Guide to Their History, Location, and Development Program. Dhaka, Bangladesh: University Limited Press.

Baxter, C., (1997). Bangladesh: From a Nation to a State. Boulder, CO: Westview Press.

Brill, A., (1995). A Rising Public Voice: Women in Politics Worldwide. New York, NY: The Feminist Press of the City University of New York.

Chaudhury, R.H., and Ahmed, N., (na). Female Status in Bangladesh. Dhaka, Bangladesh: BRAC Printers.

Chen, M.A., (1986). A Quiet Revolution: Women in Transition in Rural Bangladesh. Dhaka, Bangladesh: Brac Printers.

Cobbs-Hoffman, E. (1998). All You Need is Love: The Peace Corps and the Spirit of the 1960s. Cambridge, MA: Harvard University Press.

DeAnda, D., (1997). Controversial Issues in Multiculturalism. Needham Heights, MA: Allyn and Bacon Publishing.

Egan, E., (1995). For Whom There is no Room: Scenes from the Refugee World. Mahwah, NJ: Paulist Press.

Faaland, J., and Parkinson, J.R., (1976). Bangladesh: The Test Case for Development.

8 London, England: Westview Special Studies in Social and Economic Development.

Gilbert, N., (1997). Combating Child Abuse: International Perspectives and Trends. Cary, NC: Oxford University Press.

Greenwood, D., (1999). Action Research: From Practice to Writing and International Action Research Development Program. Philadelphia, PA: John Benjamin Publishing Company.

Hartmann, B., and Boyce, J., (1982). Needless Hunger: Voices from a Bangladeshi Village. San Francisco, CA: Institute for Food and Development Policy.

Hartmann, B., and Boyce, J., (1986). A Quite Violence: View from a Bangladeshi Village. San Francisco, CA: Institute for Food and Development Policy.

Hass, L., Hwang, P., & Russell, G., (1999). Organizational Change and Gender Equity: International Perspectives on Fathers and Mothers at the Workplace. Cleveland, OH: Corwin Press.

Haugerud, A., Stone, M.P., & Little, P.D., (2000). Commodities and Globalization. Lanham, MD: Rowman and Littlefield Publishing.

Maloney, C., (1986). Behavior and Poverty in Bangladesh. Dhaka, Bangladesh: University Press Limited.

Newton, A., Wagenhauser, B., and Murry, J., (1996). Bangladesh: A Lonely Planet Travel Survival Kit. Victoria, Australia: Lonely Planet Publications.

Novak, J., (1993). Bangladesh: Reflections on the Water. Indianapolis, IN: Indiana University Press.

Okun, B., Okun, M., & Fried, J., (1999). Understanding Diversity: A Learning as Practice Primer. Florence, KY: Wadsworth Publishing.

Prigoff, A., (2000). Economics for Social Workers: Social Outcomes of Economic Globalization with Strategies for Community Action. Florence, KY: Wadsworth Publishing.

Stoesz, D., Guzzetta, C., & Lusk, M., (1999). International Development. Needham Heights, MA: Allyn and Bacon Publishing.

Waterman, P., (1999). Globalization, Social Movements, and the New Internationalisms. London, England: Mansell Press.

9 White, S., (1992). Arguing with the Crocodile: Gender and Class in Bangladesh. London, England: Zed Press.

Yates, M., & Youniss, J., (1998). Roots of Civic Identity: International Perspectives on Community Service and Activism in Youth. Port Chester, NY: Cambridge University Press.

COURSE ASSIGNMENTS 1. Class Participation and Professional Responsibility Each student is expected to attend all the classes. All absences should be discussed with and approved by the instructor. Participation in class should demonstrate the student has read and understands the assigned readings (which means that the student may need to read a particular chapter two or more times). The student should be able to support opinions with data and/or logical argument, share ideas and listen to the ideas of others, maintain focused and directed discussion, and integrate class content with other courses taken. Students are expected to attend class regularly and on time. NOTE: Missing one class will result in a five point loss of grade. Missing two or more classes will result in a 10 point loss of grade and missing three or more classes may result in a failure of this class (Global Perspective Outcome: 1, 2, 3 - Seven Principles: Student and Faculty Contact, Cooperation Among Students, Prompt Feedback, Active Learning). Ten Points (10% of Grade)

2. Blackboard Assignments Five weeks of our class time will be utilized on Blackboard. There will be selected readings posted on blackboard for that week, including a presentation/lecture that must be reviewed. An assignment for each of these class sessions will be posted on Blackboard. Students do not need to complete the work at the designated class time. However, students must complete the readings, presentation/lecture, and assignment before the next scheduled class time. The designated class section will only be made available on Blackboard for a one week period (Global Perspective Outcome: 1, 2, 3 - Seven Principles: Active Learning, Time on Task, Diverse Ways of Learning). 25 Points (25% of Grade)

3. Integrated Globalization Assignment Each student will identify one country as an area of study for this course. The student will investigate the chosen country’s history, culture, traditions, religious affiliations, economic development, and globalization trends. The student will then investigate the social welfare and institutions of social services of that country. This information will be used in contrast and comparison to the social welfare institutions of the United States. Further, students will identify the role of social workers within that country, and the sources of funding for the types of services those social workers do. Students are to identify and analyze how globalization affects the work of social workers and the social welfare system of the chosen country. Each student will complete a research paper of no less than ten pages and no more than twenty pages in length. Students will present their

10 findings to the class in a ten-minute presentation (Global Perspective Outcome: 2, 3 - Seven Principles: Active Learning, High Expectations, Time on Task). 25 Points (25% of Grade) – Paper 5 Points (5% of Grade) – Presentation

4. Midterm Examination Midterm Examination: A midterm examination consisting of essay questions derived from the individualized books chosen by students on a country and NGO of choice will be given. Students are expected to answer all questions thoroughly and completely (Global Perspective Outcome: 1 - Seven Principles: High Expectations, Time on Task). 15 Points (15% of Grade)

5. Final Examination A final examination consisting of essay questions derived from the readings, class handouts, class discussions and Blackboard assignments will be given. This will be a comprehensive examination. Students are expected to answer all questions thoroughly and completely (Global Perspective Outcome: 1, 2, 3 - Seven Principles: High Expectations, Time on Task). 20 Points (20% of Grade)

COURSE SCHEDULE:

Week One

TOPIC: Introduction, course outcomes and expectations, timeline for class assignments.

Week Two

PRE-COURSE SELF ASSESSMENTS DUE TOPIC: Understanding the Human Condition and Human Behavior In a Global Era VIDEO: JOURNEY OF HOPE READINGS: Ramanathan and Link - Chapter Three

Week Three

BLACKBOARD CLASS - PLEASE GO ON LINE TOPIC: We Own the World READING: on-line

Week Four

TOPIC: Infusing Global Perspectives into Social Work Practice READINGS: Ramanathan and Link - Chapter Four

Week Five

11 TOPIC: Delivery of Missionary Work and Development of Social Welfare through Missions READINGS: Missionaries and Development by Stoecz, et. al. (handout);

Week Six

TOPIC: Global Justice and Economic Justice Issues READINGS: Ramanthan and Link - Chapter Nine Class Handout- articles on sweatshops on-line

Week Seven

BLACKBOARD CLASS - PLEASE GO ON LINE TOPIC: Global Issues in Social Welfare Policy READINGS: Ramanathan & Link - Chapter Six

Week Eight

Midterm Research Day- Set individual appointments with Instructor

Week Nine

MIDTERM EXAMINATION

Week Ten

TOPIC: Non-Governmental Organizations (NGO’s) in the Global Market READINGS: Prigoff - Appendix Four

Week Eleven

TOPIC: Global Perspectives in Social Work Values and Ethics READINGS: Ramanathan & Link - Chapter Five and International Federation of Social Workers

Week Twelve

BLACKBOARD CLASS - PLEASE GO ON LINE TOPIC: Global Model for Ethnic Diversity - Populations at Risk READINGS: Prigoff - Appendix A

Week Thirteen

12 TOPIC: Professional Growth in the Global Context READINGS: Ramanathan & Link - Chapter Twelve

Week Fourteen

PROJECTS AND PRESENTATIONS DUE

Week Fifteen

BLACKBOARD CLASS - PLEASE GO ON LINE TOPIC: Global Trends to 2015 READING: National Intelligence Council Report "Global Trends 2015: A Dialogue About the Future With Non-government Experts"

Week Sixteen

FINAL EXAMINATION

GLOSSARY OF TERMS

Ethnocentrism: The tendency to view one’s own group as the norm or the standard, and to view other groups as not only different, but also strange and frequently as inferior.

Marginalization: The process by which a group of people are repressed by their socioeconomic status and are considered to be on the “fringes” of society.

Prejudice: The tendency to view people in a predetermined way that is emotionally based, rigid, and resistant to change. Prejudiced people tend to be committed to their pre-judgments even when given rational evidence that there is no valid basis for their preconceptions.

Third World: A definition used to identify poorer, non-industrialized and developing countries. This definition (although weak) is in contrast to the First World, which identifies those countries that are industrialized, and technologically advanced or developed and the Second World, which identifies those nations who are industrialized or partially developed.

EMERGENCY PROCEDURES

Medical Emergencies : If a serious injury or illness occurs, call 9-911. Provide the building’s name and address, the most suited entry to the building, and have someone meet the emergency personnel at the entrance. Provide the victim’s exact location in the building, the symptoms or problem and the victim’s name, if known. Call WSU Security (5555) and give the name of the building and the exact location of the medical emergency.

13 Assist the victim until help arrives. If you or someone nearby is trained in CPR, perform CPR or rescue breathing if necessary. Stop bleeding with direct pressure to the wound. Do not move a victim unless his or her life is in immediate danger if not moved. Do not leave victims unattended.

If the person is transported to the hospital, the cost of the ambulance is the responsibility of the “patient. If the “patient” refuses transport, there is no charge. Also, if there is not a need to transport the “patient” to a hospital, there will not be a charge. There is a charge to the “patient” or any supplies used by the ambulance services.

Building Evacuations : Leave by the nearest safe exit when you hear the building emergency alarm (fire alarm) or if you are told to do so by University Security. Take keys, books, wallets, billfolds, purses, prescription medications, and important personal belongings with you in case the building cannot be re-entered immediately. Move at least 150 feel away from the building.

Use the stairs instead of the elevator. Stairwells are safe, temporary havens for the injured or disabled. Do not use elevators. Many times elevators stop in place in cases of fire or electrical storm and you may become trapped. Re-enter the building only when University Security or Emergency Personnel tell you that it is safe to do so.

Fires, Tornadoes, and Other Disasters : Call 9-911 for police and emergency medical assistance. Give your name, the nature of the emergency, and your specific location. Stay on the line until the police dispatcher tells you to hang up. Use the fire extinguishers for minor fires. If the fire appears to be out of control, close all the room doors to confine the fire and evacuate the building.

Remain calm during a natural disaster. Move away from exterior walls, windows, overhead lights, etc. Do not leave the building unless it is safe to do so. Move to a clear area, well away from structures or overhead hazards such as trees or power lines.

Help disabled persons evacuate the building when necessary. Follow the instructions of police, security, and emergency medical personnel.

The Seven Principles of Good Practice in Undergraduate Education at WSU

1. Good Practice Encourages Student and Faculty Contact: Frequent student- faculty contact in and out of the classroom is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members will enhance students’ intellectual commitment and encourage them to think about their own values and future plans.

2. Good Practice Encourages Cooperation Among Students: Learning is enhanced when it is more like a team effort than a solo race. Good learning, like

14 good work is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one’s own ideas and responding to others’ reactions improves thinking and deepens understanding.

3. Good Practice Encourages Active Learning: Learning is not a spectator sport. Students do not learn much sitting in class listening to teachers, memorizing pre- packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn a part of themselves.

4. Good Practice Gives Prompt Feedback: Knowing what you know and don’t know focuses learning. Students need appropriate feedback on performance to benefit from their courses. In getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.

5. Good Practice Emphasizes Time on Task: Time plus energy equals learning. There is no substitute for time on task. Learning to use one’s time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis for high performance for all.

6. Good Practice Communicates High Expectations: Expect more and you will get more. High expectations are important for everyone the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations of themselves and make extra efforts.

7. Good Practice Respects Diverse Talents and Ways of Learning: There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Student’s rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learning in ways that do not come so easily.

Program Curriculum Goals and Objectives: Goal 1: The social work program will prepare students to be able to work as entry level generalist practitioners with individuals, families, and groups. Objective a: Demonstrate critical thinking skills within the context of professional generalist social work practice.

15 Objective b: Demonstrate practice that reflects the values and ethics of the social work profession. Objective c: Demonstrate the ability to carry out research and evaluation studies and apply the findings to social work practice. Objective d: Demonstrate the ability to apply the knowledge and skills of the generalist social work model for practice, with systems of all sizes, using a strengths perspective and several appropriate strategies. Objective e: Demonstrate an on-going development of a professional self.

Goal 2: The social work program will prepare students to be able to practice in a culturally competent and sensitive manner. Objective f: Demonstrate an understanding and respect for the positive value of diversity. Objective g: Demonstrate an understanding of and ability to apply the strategies used to advance social and economic justice locally, nationally, and globally. Objective h: Demonstrate an ability to use communication skills differentially with a variety of client populations, colleagues, and members of the community.

Goal 3: The social work program will prepare students to advocate for the disenfranchised, oppressed, underrepresented and non-dominant groups through practice and policy. Objective i: Demonstrate the ability to understand the different forms and mechanisms of oppression and discrimination. Objective j: Demonstrate the ability to analyze the impact of social policies on client systems, workers, and agencies. Objective k: Demonstrate the ability to function effectively within the structure of organizations and service delivery systems, and with consultation, seek necessary organizational change.

Goal 4: The social work program will prepare students to explore the interrelationships among people and systems, as related to generalist social work practice. Objective l: Demonstrate knowledge and understanding of social work professional issues and structures both historically and in the present. Objective m: Demonstrate the ability to apply knowledge of bio-psycho- social variables that affect individual development and behavior. Objective n: Demonstrate the ability to apply social work frameworks to understand the interactions among individuals and between individuals and social systems (i.e., families, groups, organizations, and local, national, and global communities). Objective o: Demonstrate an ability to evaluate one’s own social work practices as well as the social work services and practices of other relevant systems.

16 Winona State University Resources To Call the Winona Campus – Dial – 1-800-Dial-WSU and the Four Digit Number

The Student Answer Center Lower Level – Kryzsko Commons/Student Union 507-457-2456 [email protected]

Academic Skills Center Howell Hall 133 507-457-2486 [email protected]

Advising and Retention Center Phelps 126 507-457-5343 [email protected]

Registrar’s Office Somsen Hall 14 507-457-5031

Career Services Gildemeister 110 507-457-5637 [email protected]

Counseling Center Gildemeister 132 507-457-5330 [email protected]

Cultural Diversity Office Kryzsko Commons 507-457-5263 [email protected]

WINGS (Winona Graduate Skills – Electronic Portfolio) Main Campus Library 126 507-457-2330

The Writing Center Minne Hall 340

Disability Services Somsen Hall 206A

17 507-457-5600 [email protected]

Financial Aid Somsen 108 507-457-5090

18